Before constructing a translation of scientific discourse in lay terms – and with this, calling forth the ghost of the public’s ignorance about science and technology – the operation which makes up the main task of specialized journalism in the coverage of related topics consists in the construction of a discourse of its own. However, this discourse frequently only amplifies and legitimates socially that which scientific laboratories and high tech companies offer as new, without critical opinions or contextualization. In addition to this, it is also generally characterized by linguistic operations which suppress uncertainties, doubts and considerations, thus contributing to the strengthening of the authority of specialists and of the distance which has been established – “by force” – between science and society.

“In a totally sane society, madness is the only freedom”, writes J.G. Ballard in his novel Running Wild. This is a dark and at first sight enigmatic statement, but it could be interpreted as a stunning synthesis of the relationship between health policies and the practices of freedom in modern history. A game that is not yet over and the results of which must therefore still be deciphered. What do we do when faced with policies that act only for our good, which preserve life, improve the conditions of health and safety? And besides, what does it mean if these policies are seen as a threat and our freedom seeks refuge in madness as the last stronghold of resistance? These are the questions Ballard asks in his story.

In recent years, courses, events and incentive programs for scientific journalism and the divulgation of science have proliferated in Brazil. Part of this context is “Sunday is science day, history of a supplement from the post-war years”, a book published this year that is based on the Master’s degree research of Bernardo Esteves, a journalist specialized in science.

From 1 to 3 June 2006, the 5th STEP Meeting devoted to the “Popularisation of Science and Technology in the European Periphery” was held in the city of Mahon in the island of Minorca (Spain). STEP ("Science and Technology in the European Periphery" [http://www.cc.uoa.gr/step/]) was founded in Barcelona in 1999, and gathers around hundred historians of science from all over Europe with a special interest in the role of Science and Technology in countries that traditionally have not played a leading role in the advancement of science and technology. The main results of the 5th STEP meeting are presented in this paper.

The tsunami that took place on 26th December 2004 in the Indian Ocean and hurricane Katrina, that last August struck the Mexican Gulf, are two recent natural events that turned into catastrophes for mankind, causing several thousands victims. One of the reasons behind this can be traced back to the fact that useful information in the hands of scientists and experts did not reach the right people within the right time. A crushing defeat for risk communication was witnessed in these two recent events. All the more paradoxical since we live in what we like to name “the era of communication and information”.

In this paper I use the concepts “understanding of science” and “appreciation of science” to analyze selected case studies of current science communication in Denmark. The Danish science communication system has many similarities with science communication in other countries: the increasing political and scientific interest in science communication, the co-existence of many different kinds of science communication, and the multiple uses of the concepts of understanding vs. appreciation of science. I stress the international aspects of science communication, the national politico-scientific context as well as more local contexts as equally important conditions for understanding current Danish science communication.

Before analysing the role of the mediators in relation to scientific education, I deem it important to provide a short overview on how scientific museums evolved from the early curiosity cabinets to the modern web cast. Although the term “museum” is no longer adapted to the new structures employed for the diffusion of scientific and technical culture, the evolution of the means of presentation has indeed led to several forms of human mediation. This is of course the main topic we are going to take into consideration today, as it is an important element for the impact our exhibitions may have on the public. Decisions and choices vary from structure to structure for reasons that are sometimes justifiable but that are more often than not economic in nature, since wages, which are in any case very high no matter which country plays host, come to bear heavily especially on the budget of small and medium-sized structures.

During the last annual conference of ECSITE (European Collaborative for Science and Technology Exhibitions; Helsinki, June 2005), for the first time two discussion sessions were devoted to explainers, the innumerable people – young students mainly – who welcome visitors at exhibitions, museums and festivals, who animate laboratories and science shows, who guide, explain and lately also stimulate and manage discussions and participatory procedures. Thanks to the involvement of the speakers, who agreed to submit a broadened version of their papers, JCOM is glad to host the proceedings of these meetings. A great deal has to be done yet in order to analyse the complex European context and to fully understand the explainer’s professional profile.

Heureka is situated in the Helsinki Metropolitan area. Every year, on average, 300.000 visitors come to Heureka; it is one of the largest year-round attractions in the area. 20–25% of the visitors are school classes. Heureka has a main exhibition including Children’s Heureka and also always houses two temporary exhibitions. Special activities supplement the exhibitions: The Verne Theatre, Children’s Laboratory, The Open Laboratory, Science Theatre Minerva and the Basketball Rats.

One of the most common, and probably one of the crucial questions about science centers and interactive exhibitions is often phrased as “Ok, it’s fun, but do they learn anything?”. What follows is not an attempt to answer this question; we will just use it as a starting point for a discussion about the role of explainers in science centers. Explainers are usually very motivated people, possessing a genuine interest in science and technology and a scientific background they are eager to share. And they feel everyone else should be as enthusiastic about science as they are. This is a legitimate aspiration, of course, but how exactly does one try to achieve this goal? What is the explainer’s role? Quite often, the answer to the question “…but do they learn anything?” is: “Yes, if we teach them”. It is simple, straightforward, probably it works to some extent, and this is the reasoning that makes explainers become… well, explainers. And this should be avoided.